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TEXT-RELATED TASK - literature

TASK - Four sentences have been removed from the text. Select the appropriate sentence for each gap in the text.
Summarize the text in one main idea. Pay attention, there is one extra sentence that doesnt fit.
TIMING ! minutes
OBJECTIVES " - to develop students reading s#ills and correct intonation and pronunciation
to develop students imagination
$ to encourage %riting
SKILLS - reading, spea#ing, %riting and listening
STAGES " & gives the SS a sheet of paper %ith the literary text from %hich four sentences have been removed 'min(
& explains the tas# to the SS clearly 'min(
$ &he SS solve the tas# by putting the sentences bac# into the text and eliminate the one %hich doesnt
fit. '"min(
) &he SS read their ans%ers and the & compare various ans%ers from the classroom ')min(
TEACHERS ROLE - organizer, observer, resource, prompter, assessor
THE RESULTS OF THE ACT ! &he SS learned ne% %ords and they developed they ability to read and %rite
- &he development of students imagination
- &he SS too# contact %ith a genuine literary text
TEXT-RELATED TASK - "#$a%ular&
TASK - *ead the follo%ing text and find synonyms for each highlighted %ord from the text+
,eep in mind that these %ords are ad-ectives or adverbs expressing intensity of a situation.
ACTIVIT'+ teaching vocabulary
TIME+! min
OBJECTIVES+ - to enrich students vocabulary by learning ne% %ords
- to develop students capacity of analyzing a %ord finding both synonyms for it
- to develop %riting and reading s#ills
INTERACTION +&-SS.SS-SS
(ROCEDURE)STAGES*
"-&he & divides the SS into three groups and explains the tas# 'min(
-&he & gives each group a sheet of paper %ith the text %here ten %ords have been highlighted 'min(
$-&he & as#s SS to s#im the text and replace the highlighted %ords %ith synonyms '"!min(
)-&he SS solve the tas# and exchange their ans%ers concluding %ith the & the best choices '$min(
/-& explains SS that the %ords are descriptive elements used in a descriptive style in order to pinpoint
the features of a character or a thing '$min(
TEACHERS ROLE - organizer, observer, resource, prompter, assessor
THE RESULTS OF THE ACT - &he SS learned ne% %ords and they developed they ability to read and %rite
- &he SS learned ho% to use correctly a ne% %ord in the same context
- &he development of students imagination
- &he SS contact %ith a genuine literary text
TEXT-RELATED TASK - +ra,,ar
(RE-TASK ! &he SS have already revised the 0F 1lauses
TASK ! *ead the follo%ing text and identify the three main types of 1onditional 1lause+
ACTIVIT' ! teaching grammar
TIME ! ! minutes
OBJECTIVES - &o ma#e the students understand the contexts %here 0f 1lauses may appear
- &o ma#e the students use 0f 1lause in sentences of their o%n.
- &o understand the difference bet%een possible and unreal situation and the specific use of each
1onditional 1lause type
INTERACTION ! &-SS. SS-SS
(ROCEDURE)STAGES
" - &he SS are divided into three groups and they are given a sheet of paper containing the text
- &he & explains the tas# for each group to find three distinct sentences containing the three types of 0F 1lause
$ - &he teacher %ill as# the students to %rite on the blac#board those three sentences containing the three 0f 1lause rules
) - &he SS %ill underline the rules and the & %ill as# the students about the reason for its usage
/ &he SS, after solving the tas#, have to find all the sentences containing 0F 1lause sentences from the text and recognize
the used rule
2 3fter finishing the text they have to produce five 0f 1lause sentences of their o%n
TEACHERS ROLE - organizer, observer, resource, prompter, assessor
THE RESULTS OF THE ACT - &he SS learned and developed they ability to read and %rite
- &he SS learned ho% to identify correctly 0F 1lauses in a literary text
- &he development of students imagination
- &he SS contact %ith a genuine literary text
- 4nderstanding the contrast bet%een possible5unreal situations
- &he correct usage of 1onditional 1lauses